Supporting Braille learning and uses by adapting transcription to user’s needs Bruno Mascret, Alain Mille, and Vivien Guillet Universit´ e de Lyon, CNRS Universit´ e Lyon 1, LIRIS, UMR5205 F-69622, France {bruno.mascret,alain.mille,vivien.guillet}@liris.cnrs.fr Abstract. This paper focuses on how to improve accessibility for Braille readers on Internet. We criticize actual technologies and show their limits in scientific Braille and Braille personnalization, especially in pedagogi- cal situations. We present NAT Braille, a free software solution designed to respond to pedagogical specific needs. The transcribing process uses a set of customizable XSLT transformations and several XML formats. We detail the design of NAT Braille and the technologies used for transcrip- tions. Then we explain why NAT Braille improves personnalization in Braille rendering on Internet. We give the example of our Mozilla exten- sion which is able to transcribe web pages including MathML markup, and is set up with adapted transcription rules taking into account the user’s preferences. We conclude by raising issues related to our work. Keywords: Accessibility, Braille, Pedagogy, Web based education 1 Introduction New technologies are increasingly making digital data access easier, especially considering the use of Content Management System (CMS), of educational plat- forms and many other communication tools. The amount of online information grows steadily in all fields -school, industry, business. Therefore, the CMS is a very precious publication tool for many especially for e-learning practices. Inclu- sive education issues are still very active in a lot of scientific domains : assistive technologies, teaching methods, ergonomics... Concerning visually impaired stu- dents, D.Archambault [1] notices the numerous and various papers proposed to the International Council for Education of People with Visual Impairment under the topic “Inclusive Educational Practices”. Moreover, he insists on the vocabu- lary used in English (inclusive education) and French (integration) to underline the difficulties encountered for a real inclusion of students into a class. Visual impairement remains a real problem for both teacher and student, because most teachers are not skilled in Braille and only few solutions are designed to teach Braille inside a classroom. In this article, we focus on Braille and give an analy- sis of what a good automatic transcribing tool should propose to be suitable for inclusive education and for Internet contents.